Tag Archives: webinar

Understanding the Evolution of E-Portfolio Practice: Where Do We Go from Here (Webinar)

CTLT will be hosting a ELI Webinar ‘Understanding the Evolution of E-Portfolio Practice: Where do we go from here, on January 13th from 10:00-11:00am. This will be an opportunity to hear more about current ePortfolio research and connect with other faculty and staff interested and/or using portfolios at the University.

Time/Date: January 13th, 10:00am-11:00am

Location: Irving K. Barber Learning Centre, Seminar Room, 2.22/23

Register: http://www.events.ctlt.ubc.ca/events/view/3129


Join Malcolm Brown and Veronica Diaz as they moderate this webinar with Gary Brown and Helen Chen. According to ECAR’s annual study of undergraduate students and IT, seven times as many students reported using e-portfolios in 2012 to facilitate their academic success as compared to 2010 (52% versus 7%). To better understand this marked growth, researchers have employed both quantitative and qualitative methods to investigate how e-portfolio practice by institutions, faculty, and students is evolving in higher education.

This webinar will highlight emerging findings from several sources including the annual membership survey of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) and LaGuardia Community College’s Connect to Learning project. With a focus on how different methodological approaches are resulting in diverse insights into e-portfolio practice as well as informing new research directions for the field of e-portfolios, this webinar will engage attendees in a conversation about outlining a research agenda for e-portfolio practice and what kinds of methods and approaches would be the most effective in addressing these issues.

Upcoming Portfolio Webinar

ePortfolios To Improve Teaching, Learning, And Assessment

Thursday, October 4, 3:00-4:30pm EDT
online webinar
Host: Innovative Educators

NOTE: Payment is not required prior to event date. The recording is included and is accessible for one full year.

Electronic portfolios, or ePortfolios, are not a new idea. They have long been used to share work and professional history. Recently however, educational institutions have picked up the technology as an effective and engaging way to assess students. ePortfolios are also being used to engage students more deeply in learning by encouraging reflection.

In this webinar participants will learn about the varied uses of ePortfolios and suggested practices in the classroom. Resources to support use of ePortfolios to improve teaching, learning, and assessment will also be made available.

– Describe a variety of purposes for electronic portfolios
– Explain the process of “folio” thinking
– Articulate why reflection is important to deep learning
– Understand how to use ePortfolios for assessment purposes
– Access resources that will help them begin to use ePortfolios to improve teaching and learning

– Faculty
– Deans of Instruction
– Graduate teaching assistants
– Program coordinators
– Administrators

Debra Runshe is an Instructional Development Specialist at Indiana University. She assists staff and faculty in addressing complex teaching and learning issues relating to teaching methods, assessment, and the use of instructional technology. Her dedication to quality teaching has led to her involvement in many national endeavors. As a member of the Carnegie Foundation’s CASTL Program: Scholarly Inquiry about Active Pedagogies cluster group, she explored active learning pedagogies in universities across the nation and presented the findings nationally. She has been involved in several grant projects funded by: Fund for the Improvement of Post Secondary Education (FIPSE), National Science Foundation (NSF), and Department of Education (DOE). Presently, as a member of Cohort VI of the Inter/National Coalition for Electronic Portfolio Research she is exploring the use and best practices in portfolio learning. She is also participating in the FIPSE project: “Connect to Learning: ePortfolio, Engagement, and Student Success,” a nationwide educational innovation project focused on exploring and strengthening best practices in ePortfolio pedagogy.

Implementation of ePortolios at Clemeson University

This program summary is based on the Webinar: I attended in early October.

Overview of the Clemeson ePortfolio Program
The ePortfolio system at Clemeson University was implemented in 2006. It is a campus-wide program and currently (2010) it is mandatory for all undergraduate students to maintain an ePortfolio throughout their studies. Their ePortfolios are assessed twice per year (formative/summative) by trained peer assessors and faculty. Students select artifacts from their studies that reflect the eight competencies selected by the university. The competencies are reflective of student development across faculties. In order to explain how the selected artifacts meet these competencies students develop rationales which connect their evidence with the eight competencies.

1. Arts and Humanities
Demonstrate an understanding of the arts and humanities in historical and cultural contexts.

2. Critical Thinking
Demonstrate the ability to critically analyze the quality and utility of knowledge gained throughout the undergraduate experience and apply this knowledge to a wide range of problems.

3. Cross-Cultural Awareness
Demonstrate the ability to critically compare and contrast world cultures in historical and/or contemporary contexts.

4. Ethical Judgment
Demonstrate an ability to identify, comprehend, and deal with ethical problems and their ramifications in a systematic, thorough, and responsible way.

5. Mathematics
Demonstrate mathematical literacy solving problems, communicating concepts, reasoning mathematically, and applying mathematical or statistical methods, using multiple representations where applicable.

6. Natural Science
Demonstrate scientific literacy by explaining the process of scientific reasoning and applying scientific principles inside and outside of the laboratory or field setting.

7. Science, Technology and Society
Demonstrate an understanding of issues created by the complex interactions among science, technology, and society.

8. Social Sciences
Demonstrate an understanding of social science methodologies in order to explain the causes and consequences of human actions.

The director of the project notes that there was very little support provided to learners in the first year of the project. Currently students are able to access online tutorials describing the process of developing their ePortfolio. They also offer weekly drop-in face-to-face sessions which students can attend. They note that their has been far more interest express in these sessions then the online component.

This project incorporated Google Apps for the development of student ePortfolios. Students develop their porfolios using Google Apps and then tag them in the CU Port management system. Faculty and adjudicators access this system in order to provide asssment.

Each year there is a formative and summative assessment of students’ ePortfolios. For the formative review all artifacts are reviewed by faculty and/or peers. These peers are trained to offer formative assessment. At the end of the school year students’ artifacts are assessed and scored by a group of faculty. This group spends a week assessing the ePortfolios and scores them based on the extent that the artifacts meet the eight competencies. Formative feedback goes back to the students and is used to make adjustments and changes to the program throughout the year. The summative data is written up in an annual approach that is shared with areas of the University administration such as the curriculum committee. Summative data is also sent to individual faculties and units at their request.

Gallery of examples


ePortfolio Program Director: Gail ring

Website: http://clemson.edu.ugs/eportfolio